Ahmadi Safa, M., & Mirebrahim, M. S. (2021). Self-regulation, goal orientation, tolerance of ambiguity and autonomy as predictors of Iranian EFL learners’ second language achievement: A structural equation modeling approach. Iranian Journal of Applied Linguistics, 24(1), 1-35.
Alamer, A. (2021). Grit and language learning: Construct validation of L2-grit scale and its relation to later vocabulary knowledge. Educational Psychology. Advance online publication. https://doi.org/10.1080/01443410.2020.1867076
Alamer, A. (2022). Basic psychological needs, motivational orientations, effort, and vocabulary knowledge. Studies in Second Language Acquisition, 44(1), 164–184. https://doi.org/10.1017/S027226312100005X
Alamer, A., & Almulhim, F. (2021). The interrelation between language anxiety and self-determined motivation: A mixed methods approach. Frontiers in Education.
https://doi.org/10.3389/feduc.2021.618655.
Alamer, A., & Lee, J. (2019). A motivational process model explaining L2 Saudi students’ achievement of English.
System, 87, 102133.
https://doi.org/10.1016/j.system.2019.102133
Al-Hoorie, A. H. (2017). Sixty years of language motivation research: Looking back and looking forward
. SAGE Open, 7, 2158244017701976.
https://doi.org/10.1177/2158244017701976
Alrabai, F. (2016). The effects of teachers’ in-class motivational intervention on learners’ EFL achievement.
Applied Linguistics, 37, 307–333.
https://doi.org/10.1093/applin/amu021.
Ames, C. (1992). Achievement goals and the classroom motivational climate. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 327–348). Lawrence Erlbaum Associates, Inc.
Bailey, D., Almusharraf, N., & Hatcher, R. (2021). Finding satisfaction: Intrinsic motivation for synchronous and asynchronous communication in the online language learning context.
Education and Information Technologies,
26(3), 2563–2583.
https://doi.org/10.1007/s10639-020-10369-z
Behzadnia, B., Adachi, P., Deci, E., & Mohammadzadeh, H. (2018). Associations between students’ perceptions of physical education teachers’ interpersonal styles and students’ wellness, knowledge, performance, and intentions to persist at physical activity: A self-determination theory approach. Psychology of Sport and Exercise, 39, 10–19.
Behzadnia, B., & FatahModares, S. (2020). Basic psychological need-satisfying activities during the COVID‐19 outbreak. Applied Psychology: Health and Well- Being, 12(4), 1115–1139. https://doi.org/10.1111/aphw.12228
Britner, S. L., & Pajares, F. (2006). Sources of science self-Efficacy beliefs of middle school sStudents.
Journal of Research in Science Teaching, 43(5), 485–499.
https://doi.org/10.1002/tea.20131
Butler, R. (2012). Striving to connect: Extending an achievement goal approach to teacher motivation to include relational goals for teaching. Journal of Educational Psychology, 104(3), 726. https://doi.org/10.1037/a0028613
Clément, R., & Dörnyei, Z. (2001). Situating second language motivation. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 69–91). Natl Foreign
Concannon, J., & Barrow, L. (2009). A cross-sectional study of engineering students’ self-efficacy by gender, ethnicity, year, and transfer status. Journal of Science Education and Technology, 18. 163-172. 10.1007/s10956-008-9141-3.
Daliranfirouz, E. , Amiryousefi, M. , Geld, R., & Nejad Ansari, D. (2024). Gamification and the duality of extrinsic and intrinsic motivation. Journal of English Language Teaching and Learning, 16(33), 135-150. https://doi.org/10.22034/elt.2024.60736.2615
Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of research in personality, 19(2), 109-134.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227– 268. https://doi.org/10.1207/S15327965PLI1104_01
Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford University Press.
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge
Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity and the L2 self. Multilingual Matters.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd Ed.). Longman.
Dunn, K., & Iwaniec, J. (2022). Exploring the relationship between second language learning motivation and proficiency: A latent profiling approach. Studies in Second Language Acquisition, 44(4), 967-997. https://doi.org/10.1017/S0272263121000759
Durksen, T. L., Chu, M. W., Ahmad, Z. F., Radil, A. I., & Daniels, L. M. (2016). Motivation in a MOOC: A probabilistic analysis of online learners’ basic psychological needs. Social Psychology of Education, 19(2), 241–260. https://doi.org/10.1007/s11218-015-9331-9
Dweck, C. S. (1986). Motivational processes affecting learning.
American Psychologist, 41(10), 1040–1048.
https://doi.org/10.1037/0003-066X.41.10.1040
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals.
Educational Psychologist, 34(3), 169–189.
https://doi.org/10.1207/s15326985ep3403_3
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation.
Journal of Personality and Social Psychology, 72(1), 218–232.
https://doi.org/10.1037/0022-3514.72.1.218
Gardner, R. (2010). Motivation and second language acquisition: The socio-educational model. Peter Lang
Gasco-Txabarri, J., Goñi, A., & Villarroel, J. (2014). Sex differences in mathematics motivation in 8th and 9th grade. Procedia - Social and Behavioral Sciences, 116. 10.1016/j.sbspro.2014.01.340.
Golestani, L., Kadivar, P., Shariat Bagheri, M.M., & Ghanbari Panah, A. (2024). The role of basic psychological needs on academic performance with the mediation of resilience. Journal of Psychological Science, 23(134), 147-162. https://doi.org/10.52547/JPS.23.134.147
Grice, T. (2009). Oxford English for careers: Nursing 1. Oxford University Press.
Guay, F., Morin, S., Litalien, D., Valois, P., & Vallerand, J. (2015). Application of exploratory structural equation modeling to evaluate the academic motivation scale.
The Journal of Experimental Education, 83, 51–82.
https://doi.org/10.1080/00220973.2013.876231
Gunnel, K., & Gaudreau, P. (2015). Testing a bi-factor model to disentangle general and specific motivation in self-determination theory. Personality & Individual Differences, 81, 35–40. https://doi.org/10.1016/j. paid.2014.12.059
Hair, J., Black, W., Babin, B., & Anderson, R. (2019). Multivariate data analysis (8th Ed.). Cengage.
Harackiewicz, J., Barron, K., Carter, S. M., Lehto, A. T., & Elliot, A. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73, 1284-1295. 10.1037//0022-3514.73.6.1284
Hidi, S., & Boscolo, P. (2006). Motivation and writing. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 144–157). The Guilford Press.
Hiromori, T. (2003). What enhances language learners’ motivation? High school English learners’ motivation from the perspective of self-determination theory. JALT Journal, 25, 173–186
Holzer, J., Lüftenegger, M., Käser, U., Korlat, S., Pelikan, E., Schultze‐Krumbholz, A., Spiel, C., Wachs, S., & Schober, B. (2021). Students’ basic needs and wellbeing during the COVID‐19 pandemic: A two‐country study of basic psychological need satisfaction, intrinsic learning motivation, positive emotion and the moderating role of self‐regulated learning. International Journal of Psychology, 12763. https://doi.org/10.1002/ijop.12763
Howard, J., Gagné, M., Morin, A., & Forest, J. (2018). Using bifactor exploratory structural equation modeling to test for a continuum structure of motivation. Journal of Management, 44, 2638–2664
Jafari Pazoki, S., & Alemi, M. (2020). Engineering students’ motivation to learn technical English in ESP courses: Investigating Iranian teachers’ and students’ perceptions. RELC Journal, 51(2), 212–226. https://doi.org/10.1177/0033688218811371
Jang, H., Reeve, J., & Deci, E. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102, 588.
McEown, M., Noels, K., & Saumure, K. (2014). Students’ self-determined and integrative orientations and teachers’ motivational support in a Japanese as a foreign language context.
System, 45, 227–241.
https://doi.org/10.1016/j.system.2014.06.001.
Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation.
Journal of School Psychology, 44(5), 351–373.
https://doi.org/10.1016/j.jsp.2006.04.004
Midgley, C., Kaplan, A., Middleton, M., & Maehr, M. (1998). The development and validation of scales assessing students’ achievement goal orientations. Contemporary Educational Psychology, 23, 113-131.
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318
Noels, K. (2001). Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style. Language Learning, 51, 107–144.
Noels, K. (2013). Learning Japanese; learning English: Promoting motivation through autonomy, competence and relatedness. In M. Apple, D. Da Silva, & T. Fellner (Eds.), Language learning motivation in Japan (pp. 15–34). Multilingual Matters.
Noels, K., Clément, R., & Pelletier, L. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. The Modern Language Journal, 83, 23–34.
Noels, K., Lascano, D., & Saumure, K. (2019). The development of self-determination across the language course: Trajectories of motivational change and the dynamic interplay of psychological needs, orientations, and engagement.
Studies in Second Language Acquisition, 41, 821–851.
https://doi.org/10.1017/S0272263118000189
Oga-Baldwin, W., & Nakata, Y. (2017). Engagement, gender, and motivation: A predictive model for Japanese young language learners. System, 65, 151–163.
Oga-Baldwin, W., Nakata, Y., Parker, P., & Ryan, R. (2017). Motivating young language learners:
A longitudinal model of self-determined motivation in elementary school foreign language classes.
Contemporary Educational Psychology, 49, 140–150.
https://doi.org/10.1016/j.cedpsych.2017.01.010
Olafsen, A., Deci, E., & Halvari, H. (2018). Basic psychological needs and work motivation: A longitudinal test of directionality. Motivation and Emotion, 42, 178–189.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.),
Handbook of self-regulation (pp. 451–502). Academic Press.
https://doi.org/10.1016/B978-012109890-2/50043-3
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education. Prentice Hall.
Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senécal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis.
Journal of Educational Psychology, 99(4), 734–746.
https://doi.org/10.1037/0022-0663.99.4.734
Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: basic psychological needs in motivation, development, and wellness. The Guilford Press.
Ryan, R., & Deci, E. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860.
Saleem, M., Javaid, H., & Nisar, T (2023). Basic psychological need satisfaction and students’ well-being: The mediating role of subjective vitality. Iranian Rehabilitation Journal, 21(3), 543-552. http://dx.doi.org/10.32598/irj.21.3.1920.1
Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. S. Eccles (Eds.),
Development of achievement motivation (pp. 15–31). Academic Press.
https://doi.org/10.1016/B978-012750053-9/50003-6
Shelton-Strong, S. J. (2022). Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective. Language Teaching Research, 26(5), 963–985. https://doi.org/10.1177/1362168820912355
Simonova, I., Prochazkova, Z., Lorenc, V., & Skoda, J. (2021). Students’ motivation types in the smart approach to ESP instruction. Australasian Journal of Educational Technology, 37(2), 66–80. https://doi.org/10.14742/ajet.6677
Spratt, M., Humphreys, G., & Chan, V. (2002). Autonomy and motivation: Which comes first?
Language Teaching Research, 6, 245–266.
https://doi.org/10.1191/1362168802lr106oa.
Stanley, P. J., Schutte, N. S., & Phillips, W. J. (2021). A meta-analytic investigation of the relationship between basic psychological need satisfaction and affect. Journal of Positive School Psychology, 5(1), 1–16. https://doi.org/10.47602/ jpsp.v5i1.210
Tóth-Király, I., Morin, S., Bőthe, B., Orosz, G., & Rigó, A. (2018). Investigating the multidimensionality of need fulfillment: A bifactor exploratory structural equation modeling representation.
Structural Equation Modeling: A Multidisciplinary Journal, 25, 267–286.
https://doi.org/10.1080/10705511.2017.1374867
Tremblay, P., & Gardner, R. (1995). Expanding the motivation construct in language learning. The Modern Language Journal, 79, 505–518. https://doi.org/10.1111/j.1540-4781.1995.tb05451.x
Vallerand, R., Pelletier, L., Blais, M., Brière, N., Senécal, C., & Vallieres, E.(1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003-1003. 10.1177/0013164492052004025.
Van Roy, R., & Zaman, B. (2019). Unravelling the ambivalent motivational power of gamification: A basic psychological needs perspective. International Journal of Human Computer Studies, 127, 38–50. https://doi.org/ 10.1016/j.ijhcs.2018.04.009
Vermeulen, M., Castelijns, J., Kools, Q., & Koster, B. (2012). Measuring student teachers’ basic psychological needs. Journal of Education for Teaching, 38(4), 453–467. https://doi.org/10.1080/02607476.2012.688556
Vlachopoulos, S. P., & Michailidou, S. (2006). Development and initial validation of a measure of autonomy, competence, and relatedness in exercise: The basic psychological needs in exercise scale. Measurement in physical education and exercise science, 10(3), 179-201.
Wong, R. (2022). Basis psychological needs of students in blended learning.
Interactive Learning Environments,
30(6), 984–998.
https://doi.org/10.1080/ 10494820.2019.1703010
Woodrow, L. (2012). Goal orientations: Three perspectives on motivation goal orientations. In S. Mercer, S. Ryan, & M. Williams (Eds.),
Psychology for language learning (pp. 188–202). Palgrave Macmillan.
https://doi.org/10.1057/9781137032829_13
Wu, X. (2003). Intrinsic motivation and young language learners: The impact of the classroom environment. System, 31, 501–517.
Zhen, R., Liu, R.-D., Ding, Y., Wang, J., Liu, Y., & Xu, L. (2017). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students.
Learning and Individual Differences,
54(19), 210–216.
https://doi.org/10.1016/j.lindif.2017.01.017
Zhou, J., Huebner, E. S., & Tian, L. (2021). The reciprocal relations among basic psychological need satisfaction at school, positivity and academic achievement in Chinese early adolescents. Learning and Instruction, 71, 101370. https://doi.org/10.1016/j.learninstruc.2020.101370
